This chapter analyses LUX, an album and artistic project released by Rosalía in 2025, to reconsider how gamification is conceptualised and taught in postdigital teacher education. Rather than examining the album in its entirety, the study focuses on two publicly accessible artefacts—the Berghain music video and the live listening performance—as a theoretical case for understanding how an artistic work can operate as a postdigital aesthetic and gamified ecosystem. The purpose is to conceptualise how these artefacts enact a form of aesthetic gamification grounded outside reward-centric gamification logics, instead rooted in symbolism, atmosphere and affective immersion, and to outline implications for moving beyond behaviourist, reward-centric approaches to gamification in education. A qualitative, interpretive, arts-based approach guides the analysis. Berghain is examined as an aesthetic system structured through light, gesture, spatial tension and rhythmic repetition that produce a sense of progression and challenge. The listening performance is approached as a collective ritual shaped by silence, spatial choreography and staged vulnerability. Across both artefacts, the study identifies gameful dynamics such as symbolic feedback loops, ritualised advancement and controlled ambiguity. Findings suggest that LUX constructs a postdigital gamified ecosystem in which viewers become interpretive players navigating an emotionally charged world. The chapter concludes by outlining pedagogical implications for higher education, particularly for teacher education programmes, arguing that aesthetic coherence, symbolic framing and embodied attention can inform the design of meaningful and ethically attuned learning experiences in postdigital environments.